TALA HIGH SCHOOL
Detailed Lesson Plan in Integrated Science 8
Mrs. Rita P. Caderao
November 28, 2018
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
Specific Objectives
II. CONTENT
A. Subtopic
B. Concepts
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
B. Other Learning Resources
IV. PROCEDURES /LEARNING TASKS
A. Reviewing previous lesson
B. Presenting examples/
instances of the new lesson.
C. Discussing new concepts and
practicing new skill #1.
third Quarter
1:30-2:30 (8-YARROW)
Unit 3: Module 2: Atomic Structure
DAY 3
The learners demonstrate an understanding of: The identity of a substance
according to its atomic structure.
The learners should be able to determine the number of protons, neutrons,
and electrons in a particular atom.
Code: S8MT-IIIe-f-10
At the end of the lesson, students should be able to:
1. identify and describe the atomic models made by various scientists;
2. create the atomic models using readily accessible materials;
3. appreciate the importance of using models in explaining facts; and
show cooperation in doing the assigned task.
Atoms: INSIDE OUT- ATOMIC MODELS
Scientist Atomic Model Name Discovery
Dalton Billiard Ball Model Atomic Theory
Thomson Plum Pudding Model Electron
Rutherford Nuclear Atomic Model Nucleus
Chadwick Proton
Bohr Planetary Model Elliptical Orbits
Science 8 Teachers Guide pp. 137-138
Science 8 Module pp. 198-203
Practical Science by L. Evangelista etc. Pp.43-66
Video clips from www.youtube.com (https://www.youtube.com/watch?
v=VfBcfYR1VQo&list=PLciQElSAeQo4Q1yPokbu-M9AagEF56UgN)
Materials for experiment:
Paper plates, string. Circles( small and big), glue
Identify the sub-particles of an atom and ask the students to say something about it. Describe
its charge, location, discoverer and mass.
Conduct a group game wherein students will identify the missing word (country) using the
atomic number written on the periodic table of elements. The winner of the said game will be
given corresponding points.
Example:
ENGAGE
GROUP DYNAMICS:
Divide the class into five groups. Allow the learners to create atomic models based on
discoveries made by various scientists.
Group 1- Dalton’s atomic model
Group 2- Thomson’s atomic model
Group 3- Rutherford’s atomic model
Group 4- Bohr’s atomic model
 Group 5- Schrodinger’s atomic model

D. Developing mastery. Ask them to use the materials given and give descriptions about the model made. In addition,
inform the class that they should be creative in doing the assigned task and take note of the
rubrics given. (10 mins.)

PRESENTATION OF RESULT:

Call each group one at a time to present their model. Let a representative for each group
present their work. Allow them explain their models and give their descriptions. Then, ask
the students if there are some points of clarification.

E. Finding practical applications Present some pictures of candies. Ask the students to identify the model of atom shown by
of concepts and skills in daily each candy
living.
Ask: What is the importance of using models in explaining facts/information?

F. Making generalizations and Call on some students and complete the following sentences:
abstractions about the
I learned that .......................
lesson.
I realized that ........................

G. Evaluating learning. Give a 5-item quiz about the topic

H. Additional activities for Assignment:

application and remediation.
1. Make 3-D model of your favorite atomic model and give a short description.

2. Draw and label the parts of the Modern Periodic Table

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 42 out of 42 students

80% on the formative
assessment

B. No. of learners who required 0 out of 42 students

additional activities for
remediation

C. Did the remedial lesson No need for remedial

work? No. of learners who
caught up with the lesson

D. No. of learners who continue 0 out of 42 students

to require remediation

E. Which of my teaching Use of hands-on activities and audio visual media.

strategies worked well? Why
did this work?

F. What difficulties did i None

encountered which my
principal or supervisor can
helped me solve?

G. What innovation or localised Use of audio visual materials

 materials did I use/discover
which I wish to share with
other teachers

Prepared by: Submitted to:

RITA P. CADERAO EMITERIO D. MACARUBBO

Teacher 1 Head, Science Department

TALA HIGH SCHOOL

Detailed Lesson Plan in Integrated Science 8
Third Quarter

I. OBJECTIVES
D. Content Standards
E. Performance Standards
F. Learning Competencies
Specific Objectives
II. CONTENT
A. Subtopic
B. Concepts
III. LEARNING RESOURCES
C. References
3. Teacher’s Guide pages
4. Learner’s Material pages
D. Other Learning Resources
IV. PROCEDURES /LEARNING TASKS
I. Reviewing previous lesson
J. Presenting examples/
instances of the new lesson.
K. Discussing new concepts and
practicing new skill #1.
L. Developing mastery.
Mrs. Bernadeth R. Diraya
November 28, 2018
4:50-5:50 (8-CANDA)
Unit 3: Module 2: Atomic Structure
DAY 3
The learners demonstrate an understanding of: The identity of a substance
according to its atomic structure.
The learners should be able to determine the number of protons, neutrons,
and electrons in a particular atom.
Code: S8MT-IIIe-f-10
At the end of the lesson, students should be able to:
4. identify and describe the atomic models made by various scientists;
5. create the atomic models using readily accessible materials;
6. appreciate the importance of using models in explaining facts; and
show cooperation in doing the assigned task.
Atoms: INSIDE OUT- ATOMIC MODELS
Scientist Atomic Model Name Discovery
Dalton Billiard Ball Model Atomic Theory
Thomson Plum Pudding Model Electron
Rutherford Nuclear Atomic Model Nucleus
Chadwick Proton
Bohr Planetary Model Elliptical Orbits
Science 8 Teachers Guide pp. 137-138
Science 8 Module pp. 198-203
Practical Science by L. Evangelista etc. Pp.43-66
Video clips from www.youtube.com (https://www.youtube.com/watch?
v=VfBcfYR1VQo&list=PLciQElSAeQo4Q1yPokbu-M9AagEF56UgN)
Materials for experiment:
Paper plates, string. Circles( small and big), glue
Identify the sub-particles of an atom and ask the students to say something about it. Describe
its charge, location, discoverer and mass.
Conduct a group game wherein students will identify the
missing word (country) using the atomic number written
on the periodic table of elements. The winner of the said
game will be given corresponding points.
Example:
ENGAGE
GROUP DYNAMICS:
Divide the class into five groups. Allow the learners to create atomic models based on
discoveries made by various scientists.
Group 1- Dalton’s atomic model
Group 2- Thomson’s atomic model
Group 3- Rutherford’s atomic model
Group 4- Bohr’s atomic model
Group 5- Schrodinger’s atomic model
Ask them to use the materials given and give descriptions about the model made. In addition,
 inform the class that they should be creative in doing the assigned task and take note of the
rubrics given. (10 mins.)

PRESENTATION OF RESULT:

Call each group one at a time to present their model. Let a representative for each group
present their work. Allow them explain their models and give their descriptions. Then, ask
the students if there are some points of clarification.

M. Finding practical applications Present some pictures of candies. Ask the students to identify the model of atom shown by
of concepts and skills in daily each candy
living.
Ask: What is the importance of using models in explaining facts/information?

N. Making generalizations and
abstractions about the
lesson.
Call on some students and complete the following sentences:
I learned that .......................
I realized that ........................

O. Evaluating learning. Give a 5-item quiz about the topic

P. Additional activities for Assignment:

application and remediation.
1. Make 3-D model of your favorite atomic model and give a short description.

2. Draw and label the parts of the Modern Periodic Table

V. REMARKS

VI. REFLECTION

H. No. of learners who earned 42 out of 42 students

80% on the formative
assessment

I. No. of learners who required 0 out of 42 students

additional activities for
remediation

J. Did the remedial lesson No need for remedial

work? No. of learners who
caught up with the lesson

K. No. of learners who continue 0 out of 42 students

to require remediation

L. Which of my teaching Use of hands-on activities and audio visual media.

strategies worked well? Why
did this work?

M. What difficulties did i None

encountered which my
principal or supervisor can
helped me solve?

N. What innovation or localised Use of audio visual materials

materials did I use/discover
which I wish to share with
 other teachers

Prepared by: Submitted to:

BERNADETH R. DIRAYA EMITERIO D. MACARUBBO

Teacher 1 Head, Science Department

TALA HIGH SCHOOL

Detailed Lesson Plan in Integrated Science 8
third Quarter
Mrs. Emilyn V. Tusi
November 29, 2018

I. OBJECTIVES
G. Content Standards
H. Performance Standards
I. Learning Competencies
Specific Objectives
II. CONTENT
A. Subtopic
B. Concepts
III. LEARNING RESOURCES
E. References
5. Teacher’s Guide pages
6. Learner’s Material pages
F. Other Learning Resources
IV. PROCEDURES /LEARNING TASKS
Q. Reviewing previous lesson
R. Presenting examples/
instances of the new lesson.
S. Discussing new concepts and
practicing new skill #1.
T. Developing mastery.
4:50-5:50 (8-IRISH)
Unit 3: Module 2: Atomic Structure
DAY 3
The learners demonstrate an understanding of: The identity of a substance
according to its atomic structure.
The learners should be able to determine the number of protons, neutrons,
and electrons in a particular atom.
Code: S8MT-IIIe-f-10
At the end of the lesson, students should be able to:
7. identify and describe the atomic models made by various scientists;
8. create the atomic models using readily accessible materials;
9. appreciate the importance of using models in explaining facts; and
show cooperation in doing the assigned task.
Atoms: INSIDE OUT- ATOMIC MODELS
Scientist Atomic Model Name Discovery
Dalton Billiard Ball Model Atomic Theory
Thomson Plum Pudding Model Electron
Rutherford Nuclear Atomic Model Nucleus
Chadwick Proton
Bohr Planetary Model Elliptical Orbits
Science 8 Teachers Guide pp. 137-138
Science 8 Module pp. 198-203
Practical Science by L. Evangelista etc. Pp.43-66
Video clips from www.youtube.com (https://www.youtube.com/watch?
v=VfBcfYR1VQo&list=PLciQElSAeQo4Q1yPokbu-M9AagEF56UgN)
Materials for experiment:
Paper plates, string. Circles( small and big), glue
Identify the sub-particles of an atom and ask the students to say something about it. Describe
its charge, location, discoverer and mass.
Conduct a group game wherein students will identify the
missing word (country) using the atomic number written
on the periodic table of elements. The winner of the said
game will be given corresponding points.
Example:
ENGAGE
GROUP DYNAMICS:
Divide the class into five groups. Allow the learners to create atomic models based on
discoveries made by various scientists.
Group 1- Dalton’s atomic model
Group 2- Thomson’s atomic model
Group 3- Rutherford’s atomic model
Group 4- Bohr’s atomic model
Group 5- Schrodinger’s atomic model
Ask them to use the materials given and give descriptions about the model made. In addition,
inform the class that they should be creative in doing the assigned task and take note of the
rubrics given. (10 mins.)
 PRESENTATION OF RESULT:

Call each group one at a time to present their model. Let a representative for each group
present their work. Allow them explain their models and give their descriptions. Then, ask
the students if there are some points of clarification.

U. Finding practical applications Present some pictures of candies. Ask the students to identify the model of atom shown by
of concepts and skills in daily each candy
living.
Ask: What is the importance of using models in explaining facts/information?

V. Making generalizations and
abstractions about the
lesson.
Call on some students and complete the following sentences:
I learned that .......................
I realized that ........................

W. Evaluating learning. Give a 5-item quiz about the topic

X. Additional activities for Assignment:

application and remediation.
1. Make 3-D model of your favorite atomic model and give a short description.

2. Draw and label the parts of the Modern Periodic Table

V. REMARKS

VI. REFLECTION

O. No. of learners who earned 42 out of 42 students

80% on the formative
assessment

P. No. of learners who required 0 out of 42 students

additional activities for
remediation

Q. Did the remedial lesson No need for remedial

work? No. of learners who
caught up with the lesson

R. No. of learners who continue 0 out of 42 students

to require remediation

S. Which of my teaching Use of hands-on activities and audio visual media.

strategies worked well? Why
did this work?

T. What difficulties did i None

encountered which my
principal or supervisor can
helped me solve?

U. What innovation or localised Use of audio visual materials

materials did I use/discover
which I wish to share with
other teachers
Prepared by: Submitted to:

EMILYN V. TUSI EMITERIO D. MACARUBBO

Teacher 1 Head, Science Department

TALA HIGH SCHOOL

Detailed Lesson Plan in Integrated Science 8
Third Quarter
Mrs. Janet A. Pagulayan
November 29, 2018
3:50-4:50 (8-ILANG-ILANG)
Unit 3: Module 2: Atomic Structure

I. OBJECTIVES
J. Content Standards
K. Performance Standards
L. Learning Competencies
Specific Objectives
II. CONTENT
A. Subtopic
B. Concepts
III. LEARNING RESOURCES
G. References
7. Teacher’s Guide pages
8. Learner’s Material pages
H. Other Learning Resources
IV. PROCEDURES /LEARNING TASKS
Y. Reviewing previous lesson
Z. Presenting examples/
instances of the new lesson.
AA. Discussing new concepts and
practicing new skill #1.
BB. Developing mastery.
DAY 3
The learners demonstrate an understanding of: The identity of a substance
according to its atomic structure.
The learners should be able to determine the number of protons, neutrons,
and electrons in a particular atom.
Code: S8MT-IIIe-f-10
At the end of the lesson, students should be able to:
10. identify and describe the atomic models made by various scientists;
11. create the atomic models using readily accessible materials;
12. appreciate the importance of using models in explaining facts; and
show cooperation in doing the assigned task.
Atoms: INSIDE OUT- ATOMIC MODELS
Scientist Atomic Model Name Discovery
Dalton Billiard Ball Model Atomic Theory
Thomson Plum Pudding Model Electron
Rutherford Nuclear Atomic Model Nucleus
Chadwick Proton
Bohr Planetary Model Elliptical Orbits
Science 8 Teachers Guide pp. 137-138
Science 8 Module pp. 198-203
Practical Science by L. Evangelista etc. Pp.43-66
Video clips from www.youtube.com (https://www.youtube.com/watch?
v=VfBcfYR1VQo&list=PLciQElSAeQo4Q1yPokbu-M9AagEF56UgN)
Materials for experiment:
Paper plates, string. Circles( small and big), glue
Identify the sub-particles of an atom and ask the students to say something about it. Describe
its charge, location, discoverer and mass.
Conduct a group game wherein students will identify the
missing word (country) using the atomic number written
on the periodic table of elements. The winner of the said
game will be given corresponding points.
Example:
ENGAGE
GROUP DYNAMICS:
Divide the class into five groups. Allow the learners to create atomic models based on
discoveries made by various scientists.
Group 1- Dalton’s atomic model
Group 2- Thomson’s atomic model
Group 3- Rutherford’s atomic model
Group 4- Bohr’s atomic model
Group 5- Schrodinger’s atomic model
Ask them to use the materials given and give descriptions about the model made. In addition,
inform the class that they should be creative in doing the assigned task and take note of the
rubrics given. (10 mins.)
PRESENTATION OF RESULT:
 Call each group one at a time to present their model. Let a representative for each group
present their work. Allow them explain their models and give their descriptions. Then, ask
the students if there are some points of clarification.

CC. Finding practical applications Present some pictures of candies. Ask the students to identify the model of atom shown by
of concepts and skills in daily each candy
living.
Ask: What is the importance of using models in explaining facts/information?

DD. Making generalizations and
abstractions about the
lesson.
Call on some students and complete the following sentences:
I learned that .......................
I realized that ........................

EE. Evaluating learning. Give a 5-item quiz about the topic

FF. Additional activities for Assignment:

application and remediation.
1. Make 3-D model of your favorite atomic model and give a short description.

2. Draw and label the parts of the Modern Periodic Table

V. REMARKS

VI. REFLECTION

V. No. of learners who earned 42 out of 42 students

80% on the formative
assessment

W. No. of learners who required 0 out of 42 students

additional activities for
remediation

X. Did the remedial lesson No need for remedial

work? No. of learners who
caught up with the lesson

Y. No. of learners who continue 0 out of 42 students

to require remediation

Z. Which of my teaching Use of hands-on activities and audio visual media.

strategies worked well? Why
did this work?

AA. What difficulties did i None

encountered which my
principal or supervisor can
helped me solve?

BB. What innovation or localised Use of audio visual materials

materials did I use/discover
which I wish to share with
other teachers

Prepared by: Submitted to:

JANET A. PAGULAYAN EMITERIO D. MACARUBBO
Teacher 1 Head, Science Department

TALA HIGH SCHOOL

Detailed Lesson Plan in Integrated Science 8
third Quarter
Mrs. Corazon S. Altoveros
November 29, 2018
1:30-2:30 (8-TULIP)
Unit 3: Module 2: Atomic Structure
DAY 3

I. OBJECTIVES
 M. Content Standards
N. Performance Standards
O. Learning Competencies
Specific Objectives
II. CONTENT
A. Subtopic
B. Concepts
III. LEARNING RESOURCES
I. References
9. Teacher’s Guide pages
10. Learner’s Material pages
J. Other Learning Resources
IV. PROCEDURES /LEARNING TASKS
GG. Reviewing previous lesson
HH. Presenting examples/
instances of the new lesson.
II. Discussing new concepts and
practicing new skill #1.
JJ. Developing mastery.
The learners demonstrate an understanding of: The identity of a substance
according to its atomic structure.
The learners should be able to determine the number of protons, neutrons,
and electrons in a particular atom.
Code: S8MT-IIIe-f-10
At the end of the lesson, students should be able to:
13. identify and describe the atomic models made by various scientists;
14. create the atomic models using readily accessible materials;
15. appreciate the importance of using models in explaining facts; and
show cooperation in doing the assigned task.
Atoms: INSIDE OUT- ATOMIC MODELS
Scientist Atomic Model Name Discovery
Dalton Billiard Ball Model Atomic Theory
Thomson Plum Pudding Model Electron
Rutherford Nuclear Atomic Model Nucleus
Chadwick Proton
Bohr Planetary Model Elliptical Orbits
Science 8 Teachers Guide pp. 137-138
Science 8 Module pp. 198-203
Practical Science by L. Evangelista etc. Pp.43-66
Video clips from www.youtube.com (https://www.youtube.com/watch?
v=VfBcfYR1VQo&list=PLciQElSAeQo4Q1yPokbu-M9AagEF56UgN)
Materials for experiment:
Paper plates, string. Circles( small and big), glue
Identify the sub-particles of an atom and ask the students to say something about it. Describe
its charge, location, discoverer and mass.
Conduct a group game wherein students will identify the
missing word (country) using the atomic number written
on the periodic table of elements. The winner of the said
game will be given corresponding points.
Example:
ENGAGE
GROUP DYNAMICS:
Divide the class into five groups. Allow the learners to create atomic models based on
discoveries made by various scientists.
Group 1- Dalton’s atomic model
Group 2- Thomson’s atomic model
Group 3- Rutherford’s atomic model
Group 4- Bohr’s atomic model
Group 5- Schrodinger’s atomic model
Ask them to use the materials given and give descriptions about the model made. In addition,
inform the class that they should be creative in doing the assigned task and take note of the
rubrics given. (10 mins.)
PRESENTATION OF RESULT:
Call each group one at a time to present their model. Let a representative for each group
present their work. Allow them explain their models and give their descriptions. Then, ask
the students if there are some points of clarification.
 KK. Finding practical applications Present some pictures of candies. Ask the students to identify the model of atom shown by
of concepts and skills in daily each candy
living.
Ask: What is the importance of using models in explaining facts/information?

LL. Making generalizations and
abstractions about the
lesson.
Call on some students and complete the following sentences:
I learned that .......................
I realized that ........................

MM. Evaluating learning. Give a 5-item quiz about the topic

NN. Additional activities for Assignment:

application and remediation.
1. Make 3-D model of your favorite atomic model and give a short description.

2. Draw and label the parts of the Modern Periodic Table

V. REMARKS

VI. REFLECTION

CC. No. of learners who earned 42 out of 42 students

80% on the formative
assessment

DD. No. of learners who required 0 out of 42 students

additional activities for
remediation

EE. Did the remedial lesson No need for remedial

work? No. of learners who
caught up with the lesson

FF. No. of learners who continue 0 out of 42 students

to require remediation

GG. Which of my teaching Use of hands-on activities and audio visual media.
strategies worked well? Why
did this work?

HH. What difficulties did i None

encountered which my
principal or supervisor can
helped me solve?

II. What innovation or localised Use of audio visual materials

materials did I use/discover
which I wish to share with
other teachers

Prepared by: Submitted to:

CORAZON S. ALTOVEROS EMITERIO D. MACARUBBO

Teacher III Head, Science Department